{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-8bdfb08ec028c548","slug":"2022-12-08-evidence-boundaries-in-the-evaluation-of-digital-transformation","language":"en","publication_status":"READY_FOR_IMPORT","publication_date":"2022-12-08","last_modified_date":"2022-12-08","title":"Evidence boundaries in the evaluation of digital transformation","summary":"Sets out the scope, decision criteria and evidential basis relevant to evidence boundaries in the evaluation of digital transformation.","category":{"code":"STANDARDS_INTERPRETATION","label":"Standards Interpretation"},"article_type":"Standards interpretation","publisher":"International Council for Education Quality Certification (ICEQC)","jurisdictional_scope":"International","historical_reference_basis":"Transforming Education Summit action track","reference_authority":"United Nations","sections":[{"heading":null,"paragraphs":["Current consideration of digital transformation is informed by the transforming Education Summit action track, with consequences for governance, evidence and the treatment of affected learners. A decision concerning the assurance question should recognise that the central issue is the meaning of the expectation in practice, including its scope, the evidence needed to demonstrate it and the circumstances in which it may not apply."]},{"heading":"Scope and application","paragraphs":["The historical reference basis is the transforming Education Summit action track. Its relevance to digital transformation should be assessed against the affected jurisdiction, learner population and form of provision. In relation to evidence boundaries in the evaluation of digital transformation, any consequential application should rest on evidence suited to the affected scope, not on the existence of an international development alone.","The Transforming Education Summit in September 2022 brings together commitments on inclusive and equitable education, teachers, digital learning, finance and recovery. The action tracks are connected: technology or curriculum measures cannot compensate for insufficient teachers, unsafe provision or exclusion. Commitments should be translated into costed responsibilities, implementation milestones and evidence capable of showing effects on learning and participation."]},{"heading":"Evidence required","paragraphs":["The system and institutional dimensions of digital transformation should be considered together. In reviewing the issue under review, a change in delivery mode should not weaken the defined learning outcomes, learner protection, accessibility or reliability of assessment. Public authorities establish the legal and policy setting; providers remain accountable for the quality and integrity of provision within their control.","The analysis of the relevant requirement should make its decision rule explicit. For the relevant requirement, the subject should be examined as a connected system of policy, people, resources, decisions and evidence. Transfer of decisions or records can expose weaknesses not visible in separate reviews of individual controls. Comparable evidence should be assessed against criteria settled before the result is known."],"bullets":["What action is required by the finding?","Who controls each stage?","Where do exceptions occur?","Which evidence establishes operation?","What outcome is intended?"]},{"heading":"Decision criteria and exceptions","paragraphs":["Responsibility for digital transformation should be visible at the point where consequential decisions are made. A decision concerning the control should recognise that the assessment question is whether the control operates across the relevant sites, programmes, delivery modes and learner groups, including material exceptions. A decision should not be closed at the operating level where material impact, conflict or a significant evidential gap remains unresolved.","Risk assessment of the relevant requirement should give particular attention to unclear identity and participation records, reduced opportunities for timely support, and inaccessible content or interaction. A provider should also consider technology access determining educational access and assessment methods that do not support valid judgements."]},{"heading":"Continuing assurance","paragraphs":["Readily available material should not define the enquiry if it cannot answer the relevant decision question. For digital transformation, the most relevant material is likely to include assessment validity and integrity reviews, service availability and incident records, accessibility and usability testing, and learner access and participation information. In relation to evidence boundaries in the evaluation of digital transformation, confidence is strengthened by corroboration, not by the volume of records drawn from the same underlying source.","The review method for the issue under review should be reproducible. For the relevant requirement, the reviewer should map the complete process, identify the intended result and responsible authority at each stage, and test normal cases together with exceptions. Working papers should allow another competent reviewer to understand the evidence, judgement and treatment of material exceptions.","Interpretation of the control should produce a test that another competent reviewer can apply to comparable evidence."]},{"heading":"Continuing assurance","paragraphs":["Interpretation of digital transformation should avoid two errors: treating a formal commitment as proof of effect, and treating one adverse case as proof that every part of the system has failed. A decision concerning the stated expectation should recognise that digital participation data should not be treated as a direct measure of learning. Log-ins, connection time and activity counts require interpretation alongside assessment and learner experience. The analysis of the relevant requirement proceeds on the basis that the volume of documentation is not a measure of conformity. Relevance, integrity and coverage are more important than the number of records produced.","Accountability and effective correction both depend on a record that can be followed from evidence to decision. For the issue under review, the responsible body should be able to identify the evidence considered, the judgement made, the person or body authorised to make it and the action that followed. Material changes require a traceable effective date and explanation so that prior reliance can be reviewed fairly.","Public reporting on the issue under review should distinguish established fact, analytical judgement and planned action. Material revisions should be traceable to their reason and effective date. If definitions, coverage or evidence alter an earlier conclusion, the reason should be stated so that revision is not mistaken for changed performance.","The current development provides a basis for examining whether the issue under review is supported by responsible action and demonstrable result. Improvement should be supported by evidence and an accountable decision record capable of public scrutiny."]}],"word_count":834,"content_hash":"sha256-7ad79fe53046ef678f87a2845df552c1927f59a8dcb029ed435994144f36b287","seo_keywords":["evidence boundaries in the evaluation of digital transformation","education quality standards","education quality","ICEQC"],"schema_type":"TechArticle"}